<p>A study of their common aesthetic approach to literature seen through their critical writings.</p> / Master of Arts (MA)

<p>The social writings of André Gide may not be considered as being separate from or unrelated to the rest of the author's work. They constitute a development of that problem which Gide examines in all his work, namely the search for a code of ethics for individual life in society, and in particular the assertion of the extent to which man may be hindered by other people as well as by certain social attitudes and institutions in the fulfilment of his desires and in the satisfaction of his requirements.</p> / Master of Arts (MA)

<p>The reality of man's existence became a great source of inspiration in Eugène Ionesco's theatre. The aim of this thesis is to examine Ionesco's ideas on the victimization of man in his universe. In our presentation of his concepts, examples will be shown from various works (La Leçon, La Cantatrice Chauve, Les Chaises, Jacques ou La Soumission, Rhinocéros, Victimes du Devoir, Amédeé ou Comment - s'en débarrasser, and Jeux de Massacre) in order to fully examine his particular vision of life. Such a study aims at bringing about a realization and understanding of the conditions man is exposed to in the universe.</p> / Master of Arts (MA)

By taking learning as the axis of scholarship, personal and social epistemologies have a common ground: experience and reflective action. I am not considering learning as a vehicle whose success is measured to the extent that a portion of the external world is appropriated, but as a qualitatively different way to see, understand and handle experience. A scholarship of learning is tightly bound to the experiential roots of objects of study that keep on changing in individual and collective histories. Therefore, a scholarship of learning is not a set of context-free skills but a complex process of transformation of its practitioners’ identity and agency over themselves and their object of study. Such two-fold construction orientates a discipline no less than the ways of knowing, acting and being of those engaged in its investigation. I propose that the object of study of Modern Languages and Cultures should be literacy in the multilayered symbolic codes (some of which are tacit) that make intercultural interchanges intelligible and effective. The scope of this dissertation, however, is restricted to the investigation of deep learning in literacy. My thesis is that Modern Languages and Cultures should not be limited to objects of study, such as language, discourse, texts, films, etc. but has to include the processes of agentification of the learner and making sense of his or her experience in a foreign language and culture. I advocate the investigation of the experiential roots of language and culture in a scholarship of learning which seeks to integrate research and education, on the one hand, and language and content, on the other. Experience and learning are subjective-objective processes, and so I advise the epistemological revaluation of subjectivity. I propose that subjectification (i.e. the construction of the subject) is not only relevant for human development and social well-being, but is a source of knowledge in the Humanities.

published_or_final_version / Language Studies / Master / Master of Arts

In the first part of this study, autosegmental phonology is applied to Copala Trique, an Otomanguean language spoken in Oaxaca, Mexico. This language has five contrastive tone levels, for which three features are proposed: {HIGH}, {CENTRAL}, and {EXTREME}. Tone occurs distinctively, however, only on the word-final syllable and, in some words, also on a nonfinal syllable that has a lexically linked tone pattern. The predictable tone on the remaining syllables is supplied by an epenthesis rule. The postvocalic laryngeals and h interact closely with tone, and they are analyzed as part of the tonal tier, rather than as part of the segmental tier. A third postvocalic laryngeal, , is also posited; this is an abstract segment that imposes ballistic features on the vowel with which it is associated. In the second part of the study, the above phonological analysis is applied to the description of three morphological phenomena that involve tone and laryngeals. The first is a set of three tone-laryngeal replacements. These replacements constitute an intermediate level of abstraction between the morphosyntactic category that they realize, such as potential aspect or denominal adjective, and individual morphological rules. The second phenomenon is tone sandhi, in which the tone of a word is raised in a complex, but completely predictable, way immediately preceding certain pronouns. The third phenomenon is clitic pronouns, which pattern syntactically as heads of noun phrases, but are invariably realized as a change in the tone-laryngeal representation of the preceding word. Because both sandhi rules and clitic pronoun attachment apply postlexically, yet require access to morphological information, these two phenomena constitute significant counterexamples to the current theoretical claim that all rules that require morphological information apply in the lexicon. A brief concluding chapter evaluates the analysis, summarizes the theoretical implications of the findings, and suggests areas for future research.

The teachers' use of motivational strategies is generally believed to enhance student motivation, yet there is scant empirical evidence to support this claim. This classroom-oriented investigation focused on how the motivational practices of EFL teachers in South Korea related to students' L2 motivation and motivated classroom behavior. In a first phase, the motivation of over 1,300 students was measured by a self-report questionnaire, and the use of motivational strategies by 27 teachers in 20 different schools was examined with a classroom observation instrument specifically developed for this investigation, the Motivation Orientation of Language Teaching (MOLT). The MOLT scheme, along with a post hoc rating scale completed by the observer, was used to assess the teachers' use of motivational strategies. The MOLT follows the real-time coding principle of Spada and Frohlich's (1995) Communication Orientation of Language Teaching (COLT) scheme but uses categories of observable teacher behaviors derived from Dornyei's (2001) motivational strategies framework for foreign language classrooms. The results indicate that the language teachers' motivational practice is directly linked to increased levels of the learners' motivated learning behavior and their motivational state. In a second phase, three high- and three low-motivation learner groups (selected from the initial sample) were compared in order to uncover the students' interpretations and understandings of the quality of their L2 instructional contexts in relation to their motivation and motivated classroom behavior. Results based on quantitative and qualitative data (which were obtained using three new instruments specifically designed for this study) indicated that the motivational practices coexisting with different levels of motivation were woven into the contents and processes of L2 instruction and instruction in general. These contents and processes seemed to stem from teachers' and students' beliefs about what counts as learning in the L2 classroom and what is the best way to learn an L2.

A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science. Johannesburg, October 2012. / Unable to load abstract.

傅昌權. / 稿本複印本. / Thesis (M.A.)--香港中文大學. / Gao ben fu yin ben. / Includes bibliographical references: leaves 138-143. / Fu Changquan. / Thesis (M.A.)--Xianggang Zhong wen da xue.

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